Regional School Context and Teacher Characteristics Explaining Differences in Effective Teaching Behaviour of Beginning Teachers in the Netherlands

Autor/inn/en	van der Pers, Marieke; Helms-Lorenz, Michelle
Titel	Regional School Context and Teacher Characteristics Explaining Differences in Effective Teaching Behaviour of Beginning Teachers in the Netherlands
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 2, S.231-254 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Pers, Marieke) ORCID (Helms-Lorenz, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1592203
Schlagwörter	Teacher Effectiveness; Educational Quality; Teaching Methods; Learning Strategies; Beginning Teachers; Teacher Characteristics; School Location; Teacher Behavior; Teaching Skills; Urban Areas; Outcomes of Education; Faculty Development; Foreign Countries; Secondary School Teachers; Geographic Regions; Comparative Analysis; Netherlands + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Junior teacher; Junglehrer; Schulgelände; Teacher behaviour; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Urban area; Stadtregion; Lernleistung; Schulerfolg; Ausland; Niederlande
Abstract	This explorative study adopts a regional perspective on understanding differences in observable teaching quality by describing regional levels in teaching quality for specific regions and by examining the contribution of schools' regional characteristics on effective teaching behaviour of 1,945 beginning teachers in secondary education. Beginning teachers working in schools located in regions of population decline have better basic teaching skills than beginning teachers working elsewhere. Multilevel analyses reveal that within the Randstad region, adaptive instruction skills are weaker in very urban areas. Schools' changing student numbers influence the quality of adaptive instruction skills and teaching learning strategies. These findings indicate that differences in teaching quality become visible at lower regional levels and are of interest because these effects on student outcomes might not be captured in national figures. This approach adds to existing literature and is useful to tailor current professionalization programmes for beginning teachers to specific regional contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01